School based stages

Support for the Special Educational Needs (SEN) of children in school who do not have a statement is provided at two levels:

1. School Action (SA)
2. School Action Plus (SA+)

Increasingly extra help for children with high levels of SEN is given under the school stages. Local Education Authorities make no secret of the fact that they aim to restrict statements to a smaller proportion of children with SEN.

School Action (SA)

Triggers for receiving help at SA include the concern of teachers or others (including parents) backed by evidence that:

  • Child is making little or no progress despite targeted teaching strategies
  • Child has difficulty developing literacy and/or numeracy skills resulting in poor attainment
  • Child has persistent emotional and/or behavior difficulties, not improved by normal behavior management
  • Child has sensory or physical problems and is making little or no progress despite specialist equipment
  • Child with communication/interaction difficulties, making little or no progress despite differentiated curriculum.

Triggers for School Action Plus (SA+)

Despite extra help at SA, one or more of the following applies:

  • Child is still failing to make much progress in specific areas over a long period
  • Child is still working at National Curriculum levels well below his or her age group
  • Child continues to have difficulty developing literacy and numeracy skills
  • Child’s behaviour substantially and regularly interferes with his or her learning and that of the class despite an individualised behaviour management programme
  • Child has ongoing communication/interaction difficulties which are impeding social relationships and learning
  • Child with sensory or physical difficulties needs more help

Provision at SA+ is characterised by the involvement of external support, e.g. specialist teaching or LA educational psychologist who may provide general advice, specialist assessments or advice on different strategies or materials.

There is no requirement that a child must progress through SA and SA+ to statutory assessment, although that may happen. A child may need help immediately at SA+ and may proceed immediately to statutory assessment. Similarly, a child at any level of help may require more or less as they go on.

Individual Education Plan (IEP)

An IEP is a working document which records the help for any child with SEN, including those with statements, and which should be reviewed at least twice a year (three times for under-fives). Unlike a statement, an IEP is not a legal requirement although the Code recommends them. Reviews of the IEP should be informal and parents’ views sought.

An IEP should include:

  • 3 or 4 short-term targets
  • teaching strategies
  • extra help
  • date of review
  • success and/or exit criteria
  • outcomes of action taken

IEP targets should be SMART:

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound

What the Law says:

Parents must be informed by the (maintained) school or PRU when their child begins receiving extra help on the school stages for SEN Education Act 1996 s317A.
Governors must use their best endeavours to ensure that the necessary provision is made for any pupil with SEN Education Act 1996 (amended by SENDA 2001) s317(1)(a).
Governors must report annually on the implementation of the SEN policy Education Act 2005 s104

What Government Guidance says:

The SEN Code of Practice –

  • Adequate progress in primary schools: paragraph 5:42
  • Adequate progress in secondary schools: paragraph 6:49
  • School Action primary: paragraphs 5:43 – 5:49
  • School Action Plus primary: paragraph 5:54 – 5:60 (5.61)
  • School Action secondary: paragraph 6:50 – 6:57
  • School Action Plus secondary paragraph 6:62 – 6:69
  • Individual Education Plans: paragraphs 5:50 – 5.52, 6:58 – 6.60
  • Parents to be asked for consent before school consults outside professionals: paragraphs 5:60, 6:68

Parent Support note

Parents have a right to a free copy of the school’s SEN policy. This must describe the procedures the school uses to identify children with SEN, organise extra help and monitor children’s progress. The school prospectus now must include an annual report of the implementation of the school’s SEN policy and any changes during the previous year.